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HENDERSON NORTH SCHOOLHENDERSON NORTH SCHOOL “HONOUR THY WORD

Henderson North School

Policies and Procedures Manual

2019

POLICIES AND PROCEDURES MANUAL Last updated; Last updated; 25/5/2325/5/23

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TABLE OF CONTENTS

INTRODUCTION..............................................................................................3

STUDENT ACHIEVEMENT POLICY...............................................................4

CURRICULUM DELIVERY & CONTENT GUIDELINES..............................................................5

ASSESSMENT AND EVALUATION GUIDELINES.........................................................................6

REPORTING GUIDELINES.................................................................................................................7

MAORI ACHIEVEMENT GUIDELINES............................................................................................8

RELIGIOUS EDUCATION GUIDELINES..........................................................................................9

E.O.T.C. GUIDELINES AND PROCEDURES..................................................................................10

GUIDELINES FOR CHILDREN WITH SPECIAL NEEDS............................................................11

GOOD EMPLOYER POLICY.........................................................................12

APPOINTMENTS PROCEDURES.....................................................................................................12

POLICE VETTING GUIDELINES.....................................................................................................14

STAFF APPRAISAL GUIDELINES...................................................................................................15

STAFF PROFESSIONAL DEVELOPMENT GUIDELINES...........................................................16

CLASSROOM RELEASE TIME GUIDELINES...............................................................................17

STAFF LEAVE GUIDELINES............................................................................................................18

COMPLAINTS PROCEDURES..........................................................................................................19

PROTECTED DISCLOSURES PROCEDURES...............................................................................22

SEXUAL HARASSMENT PROCEDURES........................................................................................25

HEALTH AND SAFETY POLICY...................................................................26

HEALTH AND SAFETY OF CHILDREN GUIDELINES AND PROCEDURES.........................27

BEHAVIOUR MANAGEMENT GUIDELINES................................................................................28

GUARDIANSHIP GUIDELINES........................................................................................................30

GUIDELINES FOR MANAGING CONTRACTORS AND SUB-CONTRACTORS....................32

PRIVACY GUIDELINES AND PROCEDURES...............................................................................32

FIRST AID PROCEDURES.................................................................................................................35


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ADMINISTRATION OF MEDICATION PROCEDURE.................................................................35

GUIDELINES AND PROCEDURES FOR DEALING WITH THE EFFECTS OF HIV/AIDS AND OTHER BLOOD-BORNE VIRUSES........................................................................................37

FOOD AND NUTRITION GUIDELINES..........................................................................................38

SMOKE-FREE GUIDELINES.............................................................................................................39

SUNSAFE GUIDELINES.....................................................................................................................40

GUIDELINES FOR SAFE USE OF THE SWIMMING POOL.......................................................41

SAFE PLAYGROUND EQUIPMENT GUIDELINES......................................................................42

GUIDELINES FOR MANAGING LIVE SPECIMENS....................................................................43

VOLCANIC ERUPTION AND EVACUATION RESPONSE PROCEDURES.............................44

RESOURCE MANAGEMENT POLICY..........................................................44

INTERNAL CONTROL OF FINANCE PROCEDURES.................................................................46

THEFT AND FRAUD PREVENTION PROCEDURES...................................................................48

COPYRIGHT AND LICENCES GUIDELINES................................................................................52

ADMINISTRATION POLICY.........................................................................54

GOVERNANCE GUIDELINES...........................................................................................................55

ENROLMENT GUIDELINES.............................................................................................................57

STAFFING GUIDELINES...................................................................................................................58

COMMUNITY PARTNERSHIP AND CONSULTATION GUIDELINES....................................59

TREATY OF WAITANGI....................................................................................................................60

ATTENDANCE RECORD-KEEPING PROCEDURES...................................................................61

GENERAL ADMINISTRATION GUIDELINES & PROCEDURES..............................................66

SCHOOL UNIFORM GUIDELINES..................................................................................................67

SUPPORTING DOCUMENTATION...............................................................69


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INTRODUCTION

This manual is the guiding document for Henderson North Primary School. As such it contains all the policies and related procedures and guidelines required to meet National Administration Guidelines and legislative requirements.

Using the Five Policies approach, each policy is followed by the related procedures and /or guidelines. Where necessary some information is contained in appendices and these are listed at the end of the document.

The Five Policies are:

Policy Name Ministry Compliance Relevant LegislationStudent Achievement

National Administration Guideline 1

National Education Guidelines 2 & 3

The Education Act 1989

Good Employer National Administration Guideline 3

Health and Safety In Education Act 1992

State Sector Act 1988 Privacy Act

Health and Safety

National Administration Guidelines 1 & 5

Ministry of Education’s Health and Safety Code of Practice for State Integrated Primary, Composite and Secondary Schools.

Health and Safety In Education Act 1992

The Health and Safety in Employment Amendment Act 2002

Human Rights Act 1993 Privacy Act 1993 The Smoke-Free Environments

Act The Accident Rehabilitation and

Compensation and Insurance Act 1992

NZ Standard for Playground Equipment

The Fire Safety and Evacuation of Buildings Regulations 2006

Resources National Administration Guideline 4

Public Finance Act 1989 Education Act 1989

Administration National Administration Guideline 6

STUDENT ACHIEVEMENT POLICY


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PURPOSETo ensure that Henderson North has quality procedures and guidelines in place that are in alignment with our Charter and which acknowledge that improving learning outcomes for our students is the core business of the school.

Specifically, student achievement will be shown to reflect our mission statement, this will include the national standards data to be sent to the Ministry of Education in the annual report.

To provide a Quality School with a caring environment which promotes learning through a balanced curriculum and opportunities for children and teachers to reach their full potential.

GUIDELINESIn order to ensure ongoing focus on student achievement, Henderson North will have the following documents in place: The Charter which shows how the school will meet national and school priorities,

with long term and annual goals and achievement targets for students Curriculum Delivery Guidelines Curriculum Content Guidelines Assessment and Evaluation Guidelines Reporting Guidelines Maori Achievement Guidelines Religious Education Guidelines E.O.T.C Guidelines and Procedures Guidelines for Children with Special Needs Board Effectiveness Review Guidelines

REVIEWThis policy is on a triennial review cycle.

Adopted at BOT meeting on: ....................... Next review date: .........................................

Signed (Board Chairperson)…………………… Signed (Principal)……………………………….


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CURRICULUM DELIVERY & CONTENT GUIDELINES

GUIDELINES1. As a Quality School, Henderson North School will deliver the New Zealand

Curriculum to enhance students’ learning and to provide for the continuous development of skills and understandings.

2. These guidelines are to be read in conjunction with the Curriculum Map, a document prepared in consultation with the school’s board of trustees, staff, parents and pupils. This document defines curriculum and has relevant information on delivery, content, assessment, reporting and review.

3. All learning will take place in a caring, child-centred environment and students will experience success, develop a positive self-concept and accept each other through tolerance and respect.

4. Classroom programmes will provide a balance of academic, cultural, physical and social themes related to the needs of children and which develop effective communication skills to equip students to locate and process information and make positive choices.

5. Teachers’ strengths and interests will be utilized in the development and delivery of all learning programmes and the community will be kept informed both on the content of these programmes and the achievements of the students.

6. Curriculum planning will be integrated and follow the curriculum mapping process: Staff will decide on 4 concept themes for each year. Each of these themes will have at least one major curriculum focus and

relevant skills and competencies identified. Curriculum teams will decide on learning intentions in each of the learning

areas and these will be on the curriculum map. Teams will also identify the key competencies, values, concept skills, term

concept with a focus understanding. Teams will review teaching and learning in the middle and at the end of each

term and provide feed-forward for the next plan. Teachers will plan Mathematics in line with an annual plan for Numeracy. Planning for writing will be integrated with the curriculum map and learning

progressions. Teachers will plan reading programmes to meet student needs, integrating

when possible with the current theme, but not limited to this context.

REVIEWThese guidelines are on a triennial review cycle.




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ASSESSMENT AND EVALUATION GUIDELINES

GUIDELINES1. Assessment should be used to establish the particular point the student is at in

the learning process and is a starting point to plan further programmes.2. Evaluation is a link between learning and planning. Teachers should use

evaluation to organise activities and programmes, and to check the effectiveness of these programmes. Effective evaluation should lead to improvement in both learning and teaching.

3. Teachers should collect information through: day-to-day observations running records six year net pre and post assessment P.AT.Tests, STAR Tests Conferencing anecdotal notes parents’ comments Professional conversations

4. Information can be collected and recorded on/in: school record cards cumulative files individual folders team and school wide data folders Quality Books

5. Information will be clear, concise and relevant to learning. All statements should be able to be substantiated.

6. Methods of assessment should be non-threatening to the child and feedback should be positive.

7. Records should be readily available for discussion with other teachers, and parents when appropriate

8. National Standards Data will be collected, collated in line with Ministry of Education requirements.


Adopted at BOT meeting on: ....................... Next review date: ………………………

Signed (Board Chairperson)…………………… Signed (Principal)………………………


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REPORTING GUIDELINES

GUIDELINESBased on data gathered, Henderson North School will report on student achievement to all stakeholders including students, parents, the community, Board of Trustees and the Ministry of Education.It is accepted that much of the information will be of a general nature to show trends and student privacy will be protected at all times with personal details only being given out to parents.

Reporting to parents: Our school will continue to operate an ‘open door’ policy in which teachers are

readily accessible to parents. This will facilitate informal reporting. Teachers who have concerns about aspects of a child’s progress or attitude will

arrange for parents to come into school, to discuss possible courses of action that might help to solve the problem.

A Meet the Teacher Evening will be held early in term one. Three Way Conferences will be held mid-year and a report will be sent out to

parents prior to the day of the interviews. A full written report will be sent out at the end of the year, this will be in plain

English and include the required National Standards.

Reporting to the community: Regular newsletters will be used as an appropriate communication vehicle. Copies of the Charter and minutes of the meetings of the Board of Trustees will

be available for the community to read. Specific guidelines are in place to ensure proactive consultation with the Maori

Community. (Ref: Maori Achievement Guidelines).

Reporting to the Board of Trustees: Working collaboratively with the Staff Trustee, the Deputy Principal and the

Associate Principal, the Principal will coordinate regular reports to the Board of Trustees on student achievement.

Reporting to the Ministry of Education Annual goals for student achievement will be included in the updated Annual Plan

each year and submitted to the Ministry of Education with the Annual Accounts. A statement of variance will be submitted to the Ministry at the end of each year,

based on the school charter and ministry requirements.



Signed (Board Chairperson)…………………… Signed (Principal)………………………………


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MAORI ACHIEVEMENT GUIDELINES

PURPOSE To involve Maori community / whanau in identifying the needs of their children.

To provide guidelines for the monitoring and improvement of the achievement of Maori students

GUIDELINES1. The school will take responsibility for initiating and maintaining a process of

consultation with whanau/parents of Maori students to help identify important learning needs of Maori students.

2. The purpose and intended outcome of the consultation will be effectively communicated by the school. The purpose is to involve the whanau of Maori students in identifying important learning needs of their children and to encourage their interest and support for their children’s educational progress and achievement. The intended outcome is the setting of targets for improved achievement that are supported by whanau.

3. Consultation arrangements will take into account the need to make appropriate decisions relating to place, pace and protocols. Consultation will ordinarily be face to face.

4. During the consultation process, whanau will be invited to come up with issues and suggestions concerning the achievement of their children.

5. The school will keep a written record of consultations. This record will include information on dates and attendance at meetings and issues or suggestions which have been raised by the whanau of Maori students.

6. As a consequence of such consultations, plans will be developed which set out targets for improving the achievement of Maori students. Targets will be realistic and achievable in terms of the school’s resources and the support of whanau of Maori students.

7. The school will report on and review the achievement of Maori students in relation to such targets, as scheduled in the strategic plan.

8. Should parents/whanau not respond to consultative opportunities, the Principal and staff will develop targets and request feedback from Maori parents.



Signed (Chairperson)…………………………… Signed (Principal)………………………….


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RELIGIOUS EDUCATION GUIDELINES

PURPOSE1. To cater for the spiritual needs of the children.

2. To invoke the values of caring, aroha and tolerance.

3. To teach in a non-denominational manner.

GUIDELINES1. The school will close for half an hour each week for the purpose of religious

education.

2. Teachers will settle the class in readiness for religious education.

3. In order to ensure the non-denominational nature of the programme offered and

that a satisfactory education standard is maintained, the syllabus taught will be

that recommended by the Churches Education Commission and endorsed by the

Ministry of Education.

4. Children, whose parents have informed the Board in writing that they do not wish

their child to receive religious education, will not attend. Facilities will be made

available for these children, and school work provided.

5. Religious instruction tutors must have the class settled at the end of the half hour

in readiness for normal instruction.

REVIEW

These guidelines are on a triennial review cycle.




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E.O.T.C. GUIDELINES AND PROCEDURES

GUIDELINES1. Education outside of the classroom for the students at Henderson North will aim

to: a. provide challenging learning opportunities in all curriculum areas that

encourage responsibility, independence and problem solving skills;b. increase understanding of land, natural resources and management of the

environment; andc. increase awareness of traditions and values of their own, the tangata

whenua and other cultural groups.2. The Deputy Principal will be the EOTC coordinator who will ensure that all

guidelines are adhered to.3. EOTC activities and programmes will be planned to:

a. have a clear educational purpose that is appropriate to the developmental needs of the students;

b. ensure a safe physical and emotional environment for adults and students by identification of risks and the development of a Safety Action Plan that aims to eliminate or reduce any risk;

c. comply with any legislation that is in place;

PROCEDURES For day and single over-night trips organising staff will complete the forms

Planning for an Educational Trip or Visit and the Safety Action Plan and ensure that these are signed by the Deputy Principal and Principal at least 2 weeks prior to the trip.

Parental consent must be obtained and plans be in place to meet any health or behavioural concerns.

A copy of both of these documents must be kept with the organizing staff during the trip.

The Deputy Principal will keep original copies on file and inform the Board of Trustees of each trip at monthly meeting.

For camps, the same documentation needs to be completed at least two months prior to the excursion.

Board of Trustees approval is needed for these outings.

For all EOTC trips or activities, adults must take responsibility for following the guidelines of the Safety Action Plan. This will document how potential risks will be managed and staff must be aware of the detail and be prepared to meet any emergency situation.

REVIEWThese guidelines and procedures are on a triennial review cycle.




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GUIDELINES FOR CHILDREN WITH SPECIAL NEEDSPURPOSE To make ongoing provision for children with special needs -including those who

are identified as gifted and talented – as a matter of equity and to enable them to reach their potential.

To provide suitable professional development and resources for all teachers and especially for those with special responsibilities in this area.

GUIDELINESSpecial Education A student requiring extra assistance will be identified by a professional who is, or

has had the opportunity, of working with this student. It is accepted that this may follow concerns being expressed by the student’s teacher or parent / caregiver.

Any initiatives related to special education will involve wide consultation and active partnership between educational agencies, parents, students and the community.

The Principal is responsible for supporting the coordination and implementation of all special needs interventions and will follow a clearly documented process involving students, teachers, parents and outside agencies if required.

Social, emotional and physical needs of students are taken into account when planning the type of support provided.

The Principal will ensure that provision is made in the annual budget for managing the Special Education Grant in line with the school priorities. All other possible avenues of funding for staffing and resources will be fully researched and every reasonable effort made to access these.

A Special Needs Register will be established to maintain current records of all students identified as needing special assistance. These records will be updated and reviewed regularly.

The evaluation of Special Education initiatives will be coordinated by the Principal and will involve input from all persons concerned with improving the learning outcomes for any student for whom the intervention has been carried out.

Gifted and talented students The Deputy Principal will coordinate all systems and implementation of

programmes to support meeting the learning needs of these students. These students will generally be identified by the classroom teacher following

exceptional achievement in academic, physical, cultural or corporate dimensions of school life.

Students identified on the basis of potential, will be assessed by senior management to confirm their suitability for a specific programme.

Programmes may be in-house or involve working with outside providers. Parental permission will be obtained and accurate records kept.



Signed (Board Chairperson)………………… Signed (Principal)…………………………………

GOOD EMPLOYER POLICY


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PURPOSE To ensure that Henderson North School acts as a good employer as defined in

the State Sector Act 1989 and complies with the conditions contained in employment contracts for teaching and non-teaching staff.

GUIDELINESThe school will develop and implement personnel and procedures which: create a workplace that attracts, retains and values diverse staff and enables all

staff to contribute to their full potential; promote high levels of staff performance and satisfaction, reflected in an

appraisal process that shows a balance between staff accountability and personal development;

identify and have process in place, to eliminate any conditions existing within theschool that might cause or perpetuate inequalities in relation to any person or group of people;

make budget provision to support training and development programmes that will be reflected in enhanced employee performance and job satisfaction;

show that processes are in place to ensure prompt and fair responses to issues and concerns raised by employees; and

show that all reasonable steps are being taken to ensure that safe working conditions exist for all employees.

follow guidelines in the NZEI Collective Agreement on travel and meal expenses and allowances

In order to meet these requirements, the school will develop, implement and review:

Appointments Procedures Police vetting Procedures Staff Induction Procedures Staff Appraisal Guidelines Staff Professional Development Guidelines Classroom Release Time guidelines Leave Guidelines Complaints procedures Protected Disclosures guidelines Sexual Harassment guidelines



Signed (Board Chairperson)………………… Signed (Principal)…………………………………

APPOINTMENTS PROCEDURES

GUIDELINES1) The appointment procedures will ensure that there will be no discrimination in the


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areas of recruiting and selection, or in promotion and career development and that impartially selected, suitably qualified persons will be employed.

2) To ensure that these procedures will not be experienced differently by applicants due to gender, age, ethnicity or able-bodyness, ongoing review of the school work culture based on staff feedback will be processed and acted upon. Taking this into account, the school may employ the person who best maintains staff balance in line with the school Charter and in the interests of creating an effective learning environment for all students.

3) Once staff have been appointed, the Board of Trustees recognizes the need to identify and eliminate any conditions existing within the school that might cause or perpetuate inequalities in relation to any person or group of people.

4) The Principal is responsible for coordinating the employment of all teaching staff, including the Deputy and Associate Principals, and will work with the personnel trustee to set up an appointments sub-committee comprising representatives of the Board and staff.

5) All teachers will have a current NZ Registration which will include a police vet.

6) The terms of reference for the employment sub-committee will specify processes that ensure:

any teaching position is advertised widely and in line with the relevant clauses in the teachers’ collective agreement and in no way advantages any group;

a clear timeline is established that will allow for effective interviews;

all applicants will be promptly and professionally informed as to any decision made regarding the position;

the confidentiality of applicants will be respected; and

clarity of the recommendatory powers of this sub-committee to the Board of Trustees as ultimate employers.

5) the Principal will employ support staff and fixed-term employees, at all times keeping the Board informed and working with staff and Board representatives if deemed necessary. Special conditions relating to fixed term positions will be complied with.

REVIEWThese procedures are on a triennial review cycle.


Signed (Board Chair)…………………………… Signed (Principal)……………………………..

POLICE VETTING GUIDELINES


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GUIDELINES

1. The Teachers’ Council vets teachers every three years when they seek renewal

of their teaching registration. The cost is contained in the registration fee.

2. Support staff will be police vetted by the school before their appointment is

confirmed. Subsequently they will be police vetted every three years.

3. Every contractor (and their employees) who work at the school during school

hours is expected to be police vetted every three years.

4. The school will ensure that strict confidentiality is observed (s78 CB [3]). The only

staff member who will read the police vet is the Principal (the “requestor”). The

police vet will be held in the staff member’s confidential file

5. The principal will ensure that the subject of the police vet receives a copy of

his/her police vetting and asks the subject to validate the information in the vet if

there is anything incorrect or adverse. Cause for concern is likely to be based on

the nature of convictions or information in the vet that may indicate the person

could be unsuitable for the job. The initial judgement will be made by the Principal

and will take into consideration:

The school’s Code of Conduct

The safety of the children and staff

Fraud / theft convictions

6. The subject must be given a reasonable opportunity to validate the information

before the Principal can take action.


Adopted at BOT meeting on: ....................... Next review date: ………………………

Signed (Board Chairperson)……………………. Signed (Principal)………………………………


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STAFF APPRAISAL GUIDELINES

INTRODUCTIONThe purpose of appraisal is to clarify job-related expectations, give feedback to staff, provide support in their personal and professional development and to ensure that all teachers are on-board with school goals.

GUIDELINES1. The Board of Trustees is responsible for the appraisal of the Principal and may

delegate the process to an outside appraiser.2. The Principal coordinates a collaborative appraisal process which involves all

staff members and takes place over a 12 month period.3. Each teacher’s appraisal document is confidential to the teacher, the appraiser

and the principal.4. Working with their Critical Friend, every staff member will establish a timeline of

meetings, observations and feedback sessions over the 12 month period.Ideally this timeline would be:By the end of Term 1 each teacher would have met with Critical Friend to discuss:

the areas from last year’s appraisal that needed development. (Note: New teachers to the school will address this during their induction);

the way the room has been set up; the class, identify the children at risk and share strategies; the school-wide focus and establish goals around this; and a process for a formal classroom observation related to the school-wide

goals.By the end of Term 2, have an observation completed by Critical Friend and a follow-up meeting held;

to receive feedback on teaching strategies and discuss ideas; and to discuss progress meeting the goals.

By the end of Term 3: a meeting will have been held with the Critical Friend to review the Statement

of Responsibilities in the Job Description. Areas for development next year will be identified.

By the end of Term 4: Each staff member will meet with the Principal and discuss the review of the

Statement of Responsibilities and complete the feedback sheet. Next year will be discussed.



Signed (Board Chairperson)……………………… Signed (Principal)……………………………


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STAFF PROFESSIONAL DEVELOPMENT GUIDELINES

GUIDELINES

1. Within budgetary constraints professional development will be encouraged for all

staff.

2. Professional development serves three purposes:

to ensure that all staff have the skills and knowledge to work effectively

toward the meeting of school goals;

to ensure that all staff have the training and support to effectively carry out the

duties in their job descriptions and

to allow staff to follow areas of special interest and grow personally and

professionally in their jobs.

3. Professional development will be related to the staff member’s job description

and be targeted to develop specific areas.

4. Staff will be invited to identify areas of need or special interest and to discuss

possible professional development with the Principal.

5. Professional development will be aligned with appraisals where appropriate and

may follow consultations with supervising staff or critical friends.

6. The Principal will keep records of all professional development completed by staff

and report regularly to the Board of Trustees.

REVIEW


Adopted at BOT meeting on: ................. Next review date: ...................................

Signed (Board Chairperson)………………….Signed (Principal)…………………………


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CLASSROOM RELEASE TIME GUIDELINES

GUIDELINES

1. This document is to be read in conjunction with clause 5.30 of the Primary

Teachers’ Collective Agreement 2004 – 2007.

2. There are many acceptable ways to use classroom release time. These include

planning, evaluation, reporting, personal professional development, observing

other teachers, reading and research, syndicate meetings and / or school

collaborative planning or assessment.

3. Allocation of classroom release time at Henderson North School may be

organized in the following ways:

each teacher is allocated one hour a week;

each teacher is allocated two hours a fortnight;

each teacher is allocated four half days per term; or

each teacher is allocated two days per term

4. Where for genuine reasons, it is not possible to provide CRT to an individual or

group of teachers, the school will:

record the reason for non-delivery;

endeavour to re-allocate the CRT at a later time; and

review the CRT policy if necessary.



Signed (Board Chairperson)……………………. Signed (Principal)……………………………..


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STAFF LEAVE GUIDELINESGUIDELINES1) Except in cases of sudden illness, or accident, no teacher shall be absent from duty

without the authority of the Principal, or Board for periods longer than five days.

2) Sick leave on full pay will be granted as per the condition of the employee’s relevant

employment contract. Leave forms must be submitted to the office within five days of

leave being taken. The ‘Reason for Absence’, will be recorded as ‘sick’.

3) Non-Discretionary Leave with pay will be granted as per the relevant Employment

Contract and the details will be recorded in the “Reasons for Absence’.

4) Bereavement leave will be granted/approved for no more than 3 days.

5) Discretionary leave will be considered when the children’s rights to a stable teaching

situation are safeguarded, and will follow a fair and consistent approach towards all staff.

In considering applications for leave it will be necessary to consider the degree of

interference to the school, legitimacy of the request and availabilities of relievers

6) The following will apply:

For leave of less than one week, staff will apply to the Principal.

For leave of less than one term staff will apply to the Principal, who will inform the

Board of Trustees. Two months notice is required.

For leave of a year, staff will apply to the Principal in writing and the Principal will

then make a recommendation to the Board of Trustees. The person on leave

must confirm a date of return before the end of the year, or it will be assumed that

the position has been vacated.

7) When an employee has been granted discretionary leave with pay, approval must be

sought from the Ministry for the cost of a reliever.

8) Application for leave will not be unreasonably withheld. All decisions made will be

fair, equitable, and consistent and confidentiality will be respected.

9) Ancillary staff may be granted special leave without pay, for any period during the school year

on such terms or conditions, as the B.O.T. may approve.

10) Pregnant dads to be given 3 days paid leave, have option of adding 2 days sick leave totaling

a week's paid leave. If taking second week of leave this will be unpaid.

REVIEWThese guidelines will be on a triennial review cycle.


Signed (Board Chairperson)………………….. Signed (Principal)………………………………


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COMPLAINTS PROCEDURES

GENERAL GUIDELINES.

A complaint shall be defined as a request for investigation into an issue involving

a member or members of the learning community of our school. This learning

community includes staff, pupils, parents, Trustees and the community.

In general the Principal, as professional leader and chief executive officer of the

Board of Trustees, has the major responsibility in decision making on action to be

taken when dealing with complaints. The exception to this is if the complaint is

against the Principal when the Chairperson of the Board of Trustees will usually

guide the process.

The laws of natural justice will apply to any investigation of a complaint.

Every person who has a complaint being made against them, has the right to be

informed at the earliest possible stage that the complaint is being made, who is

making it and the details. [Note: This may exclude information that comes to the

notice of the school under a Protected Disclosure].

These guidelines are notwithstanding the provisions relating to complaints,

discipline and competency contained in the current Collective Agreements and

any other codes of conduct or employment contracts which are in force in the

school and which will be adhered to at all times. Should a complaint against a

teacher or other staff member escalate to this level, the preferred option is for it to

be resolved by discussion between the Principal and the staff member involved

without the need to take it any further. In the case of the complaint being against

the Principal, the Board as the employer shall endeavour to resolve it in the same

manner. If the complaint is passed on to the Teachers’ Council, it will be covered

by their complaints procedure.

GUIDELINES FOR RECEIVING AND RESPONDING TO COMPLAINTS

The first point of contact for any issue relating to the classroom will be the teacher of

that room. It is desirable that it be resolved informally at this stage. If this is not

possible, the Principal must be informed immediately and further attempts made to

resolve it informally. (This applies even if the complaint is being laid against the

Principal, who may refer the matter to the Chairperson of the Board of Trustees.)

The Principal will make the call whether or not the complaint needs to become

formalised, and in most situations will guide the response procedures and make

recommendations based on his / her professional judgment.


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If either party is not satisfied with the judgments made by the Principal, they have the

right to ask for the Chairperson to become involved.

A formalised complaint will follow this procedure:1. The complaint must be put in writing, and signed by the complainant. This letter

will be given to the Principal who will give it to the person against whom the

complaint is being made. (If the complaint is against the Principal, the

Chairperson of the Board will receive the letter.)

2. All written complaints will be acknowledged in writing as being received by the

Principal or the Chairperson of the Board of Trustees within 48 hours. The Board

of Trustees will get a copy of this letter of acknowledgement. This does not

presuppose that the Board needs to know all of the details or act at this stage.

3. A preliminary step in the resolution of complaints is discussion of the complaint

with the complainant and the person at whom the complaint is directed,

separately if appropriate, and may involve an independent facilitator. At this, or

any other stage of the process, either or both parties have the right to ask for

support people to be present.

4. The complainant will be listened to and acknowledgement will be made of his or

her feelings on the matter.

5. The problem will then be defined by the Principal [or Board Chairperson] who will

record a concise statement of the details as they are presented.

6. Each party will be given the opportunity to respond to the statement of details and

to reply to any inaccuracies recorded by the Principal or Board Chairperson.

7. Responsibilities for actions to resolve the complaint will be established and

agreed to by the parties. This discussion will generally be led and facilitated by

the Principal and will involve reflection on possible courses of action. These may

include remedy or redress, strategies to prevent repetition of the situation and

constructive alternative actions if the situation reoccurs.

8. A record will be kept of any agreement reached and signed copies will be

provided to the complainant, the person being complained against and a copy

retained by the Principal.

9. The Principal will keep the Board of Trustees informed as appropriate.

10. If following this process an agreement still cannot be reached, the Principal will

decide on an action that is consistent with school policies and relevant

employment contracts and may choose to bring in an independent conciliator or

refer the matter to the Board of Trustees. The Board will need to investigate the

complaint, taking advice if necessary and determine the appropriate action.


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11. If the complaint is against a staff member and involves alleged misconduct,

incompetency or any other contingency that may call into question his or her

employment status and / or professional reputation, the Board must comply with

notification provisions under its liability insurance cover; follow disciplinary

policies, acknowledge the principles of natural justice and follow the procedures

outlined in the relevant employment contract.

12. It is understood that the staff member concerned has the right to contact the

relevant union and insist on gaining support or advocacy before proceeding. If

necessary, outside agencies such as School Trustees Association, NZEI or the

New Zealand Teachers Council may need to be involved to resolve the dispute at

this stage.

13. The privacy officer will keep documentation secure under the Privacy Act, and if it

emerges there are no grounds for a complaint against a staff member, no

documentation relating to the complaint will be held on the employee’s file.

14. Any members of the staff may request to view their personal files kept by the

Principal or Board of Trustees. If an employee disagrees with any information

held regarding complaints he or she can request an amendment be made or

attach their own written version of the incident.

15. If the complaint is made by a staff member during his or her appraisal, and it is

not able to be resolved satisfactorily with the appraiser, the staff member has the

right to submit his or her concern in writing to the Chairperson of the Board of

Trustees, who will, following consultation with all parties facilitate a discussion

aimed at finding a resolution. If this fails, the Chairperson may recommend a

change of appraiser.

REVIEW

These procedures are on a triennial review cycle.

Adopted at BOT meeting on: ............................... Next review date: ....Signed (Board Chairperson)

…………………………………. Signed (Principal)………………………………………

PROTECTED DISCLOSURES PROCEDURES


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INTRODUCTIONA protected disclosure is a declaration made by an employee where they believe

serious wrongdoing has occurred. Employees making disclosures will be protected

against retaliatory or disciplinary action and will not be liable for civil or criminal

proceedings related to the disclosure,

This document recognizes the responsibility of the Board of Trustees under the

Protected Disclosures Act 2000 and provisions will apply from 1 January 2001.

GUIDELINES

Definition of Serious WrongdoingSerious wrongdoing includes any serious wrongdoing of any of the following type:

an unlawful, corrupt, or irregular use of funds or resources of a public sector

organisation;

an act or omission or course of conduct that constitutes a serious risk to

public health or public safety or the environment;

an act, omission, or course or conduct that constitutes a serious risk to the

maintenance of law, including the prevention, investigation, and detection of

offences and the right to fair trial;

an act, omission, or course of conduct that constitutes an offence; or

an act , omission, or course of conduct by a public official that is oppressive,

improperly discriminatory, or grossly negligent, or that constitutes gross

mismanagement.

Conditions of DisclosureBefore making a disclosure the employee should be sure the following conditions are

met:

the information is about serious wrongdoing in or by the school;

the employee believes on reasonable grounds the information to be true or is

likely to be true;

the employee wishes the wrongdoing to be investigated; and

the employee wishes the disclosure to be protected.

Who can make a disclosure?Any employee of the school can make a disclosure. For the purposes of this policy

an employee includes:

current employees and principals;


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former employees and principals; and

contractors supplying services to the school.

Protection of employees making disclosuresAn employee who makes a disclosure and who has acted in accordance with the

procedure outlined in this policy:

may bring a personal grievance in respect of retaliatory action from their

employers;

may access the anti-discrimination provisions of the Human Rights Act in

respect of retaliatory action from their employers;

are not liable for any civil or criminal proceedings, or to a disciplinary hearing

by reason of having made or referred to a disclosure;

will, subject to Clause 5 of the Procedure, have their disclosure treated with

the utmost confidentiality; and

The protections provided in this section will not be available to employees

making allegations they know to be false or where they have acted in bad

faith.

PROCEDURE

Any employee of the Henderson North School who wishes to make a protected

disclosure should do so using the following procedure.

1. Submit the disclosure in writing including the nature of the serious wrong doing;

the name or the names of the people involved and the surrounding facts including

details of time and place.

2. Send the disclosure to Jenny Gill, Solicitor with Boyle Mathieson, 23 Lincoln

Road Henderson.

3. The disclosure will be considered within twenty working day and a decision made

it a full investigation is warranted through an appropriate authority eg

Commissioner of Police, Controller and Auditor General, Ombudsman.

4. All disclosures will be treated with the utmost confidentiality.

5. At the conclusion of the investigation a report will be prepared with

recommendations for action.

REVIEWThese procedures will be on a triennial review cycle.


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Signed (Board Chair)…………………..... Signed (Principal)

…………………………..


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SEXUAL HARASSMENT PROCEDURES

INTRODUCTIONSexual harassment “takes away from the employee equal employment opportunities, by creating a working environment in which that employee’s ability to perform is impaired.” (Section 15 of the Human Rights Commission Act).

PROCEDURESAn Equal Employment Opportunities school support group will be elected. This will consist of staff members and may include a Board of Trustees representative.

A school staff member may feel that they have been sexually harassed in the school if a Board of Trustees member, or another staff member:

a) makes a request of the staff member for sexual intercourse, sexual contact, or other form sexual activity which:

implies or overtly promises preferential treatment in the school; implies or overtly threatens detrimental treatment in the school; implies or overtly threatens the present or future status of the staff

member; orb) is subject to the written or spoken word of a sexual nature; orc) experiences unwanted physical behaviour of a sexual nature.

In the event of alleged sexual harassment, the complainant may approach: the staff elected, school E.E.O. support group; or an N.Z.E.I. staff liaison officer, counsellor, or field officer.

The case should be documented by the complainant with the assistance of the supporting person or persons.At all times and the principles of natural justice will apply The person accused of the harassment may be approached and informed of the complaint. If following this process it is established that sexual harassment has occurred, assurances should be sought that the behaviour will stop and that an apology will be made.

If it is decided that further action should be taken, the harasser should be informed and a decision made to lay a complaint through one of the following avenues: the Principal and/or the Board of Trustees (Award 2.2.3); Personal Grievance through an Industrial Advocate or an N.Z.E.I. Field Officer; Human Rights Commission through an N.Z.E.I. Field Officer.

REVIEWThese procedures will be on a triennial review cycle.


Signed (BOT Chair)………………………....... Signed (Principal) ……………………………


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HEALTH AND SAFETY POLICY

PURPOSEHenderson North School will take all practical steps to ensure the safety of staff, students, visitors and contractors by complying with relevant health and safety legislation, standards and codes of practice.

GUIDELINESThe day to day management is delegated to the Deputy Principal and / or Principal.

Specifically the school will: make safety of the children paramount and have procedures in place to allow

action to be taken on possible abuse; have clear guidelines for non-custodial parents; have behaviour management programmes in place that create a peaceful, safe

learning environment for staff and students; ensure that staff are consulted on, and given the opportunity to participate in,

health and safety management; have an effective method for identifying hazards and processes to manage them; have in place plans and procedures for all foreseeable emergencies; provide appropriate orientation, training and supervision for all staff; have effective procedures for the hiring and monitoring of contractors; have accurate recording, reporting and investigation of injuries; acknowledge that the right to privacy is a health and safety issue; have procedures in place to deal with cyber safety; and procedures for dealing with live specimens.

This policy is to be read in conjunction with the Good Employer Policy and related guidelines and procedures.

REVIEW

This policy is on a triennial review cycle.


Signed (Board Chairperson)………………………Signed (Principal)………………………………


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HEALTH AND SAFETY OF CHILDREN GUIDELINES AND PROCEDURES

PURPOSE To establish procedures for dealing with children who disclose abuse. To establish procedures for dealing with children who may have been abused To empower children to protect themselves and seek help To provide support for abused children within the classrooms and school

GUIDELINESSuspected Abuse:1. All staff should be aware of the indicators of abuse and any reasonable suspicion

or disclosure should be reported to the Principal who will guide the process from this point.

2. A conference will be held with the teacher concerned, the Principal, SWIS and the Public Health Nurse, and if appropriate, family.

3. Following the conference a decision will be made for further action: further observation and monitoring; Public Health Nurse SWIS and Principal visit parents; Public Health Nurse, SWIS and Principal visit whanau; Oranga Tamariki – Ministry for Vulnerable Children

With a clear disclosure inform the Principal/DP/AP, the Principal will ring the Oranga Tamariki – Ministry for Vulnerable Children or police.

The priority is the safety of the child.Empowering childrenThe school will be proactive in empowering children by:

Ensuring that all students participate in the Keeping Ourselves Safe Programme, with parents also being invited to participate and Kidpower.

Teachers developing supportive classrooms (Quality School, PB4L) which help build the children’s self esteem and assists them to feel comfortable with others and themselves.

This document is to be read in conjunction with the Behaviour Management Guidelines for Henderson North School.





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BEHAVIOUR MANAGEMENT GUIDELINES

PURPOSEAs a Quality School we believe that all children have the right to play and learn in

peace and safety. A task of the school is to develop effective choices and personal

responsibility for behaviour. We view this as a partnership, sharing responsibility

between the school, home and community. Through early intervention, collegial

support and parental co-operation, disruptive behaviour should be minimized and

children should play and work in peace and harmony. We are participating in the

Positive Behaviour 4 Learning project.

Our goals are:

1. To establish a system for the effective management of all children within the

school environment.

2. To promote effective modification of disruptive pupil behaviour through staff and

parental consultation and intervention programmes.

3. To ensure that all teachers have collegial support.

4. To implement staff support and upskilling on intervention techniques.

5. To examine class programmes, environment , and management within the room,

as a first step in solving disruptive behaviour patterns.

6. To develop individual plans for disruptive pupils in consultation with parents.

GUIDELINES

In the classroom A system of behavioiur management operates in the classroom with each class

developing a set of class expectations.

The pupil is best helped through by his/her classroom teacher.

Development courses in managing children will be available.

In the team Team support will be offered to those pupils who display persistently disruptive

behaviour patterns, including RTLB initiatives.

By the ‘sharing’ process, the skills and knowledge of teachers in dealing with

behaviour management problems are increased.

At times students may be removed from the playground for a period during

lunchtimes for unacceptable behavour. During this period, students will reflect on


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their behaviour and be expected to demonstrate an understanding of other

options they could have taken to have better have manage their behaviour.

School-wide The school will follow the PB4L plans.

For pupils who display persistent or major, escalating disruptive behaviour

patterns, a case conference may be called and could include the teacher, DP /

AP, Principal, RTLB’s and the parents. All factors which affect a pupil’s learning

and behaviour will be assessed, analysed and taken into account, and a plan set

up to monitor behaviour & support the pupil.

The school staff, RTLB and the Special Education Service are all viewed as

resources / consultants, and the final selection of intervention programmes will be

that decided by the class teacher, DP / AP and Principal. Intervention

programmes will be monitored.

Gross misconduct, continual disobedience or any behaviour which is a harmful or

dangerous example to others, or is likely to cause harm to that student or others

students or staff will be referred to the Principal who may consider stand-down or

suspension procedures if deemed necessary.

REVIEW

These guidelines are a triennial review cycle.




29


GUARDIANSHIP GUIDELINES

INTRODUCTIONSeveral issues face a school when a marital breakdown affects a pupil. Estranged

parents may see the school as a place for gathering information or gaining access to

the child. This raises issues of privacy, safety and the need for effective

communication systems. These matters need to be addressed in the context of the

Education Act, which imposes a duty on schools to report to parents on the progress

of their child or children.

GUIDELINES

1. Guardianship entails the right of control over the upbringing of a child and

involves, amongst other things, the right and responsibility to be involved in

decisions relating to the child’s education.

2. Most children have two guardians. One is their mother, the other is their father if

he was married to or living with their mother at the date of the child’s birth.

Guardianship is not normally affected by divorce – both parents retain

guardianship rights.

3. Day to day care arrangements are a sub-function of guardianship:

When a child is with one of the guardians, that guardian has responsibility for

the care arrangements.

The terms “custody” and “access” are used where day to day care is being

shared between two guardians, usually in different proportions. The

guardian with principal day to day care is said to have custody, while the

guardian with remaining day to day care is said to have access.

Custody and access arrangements are simply a practical way to ensure the

provision of daily care for the child. Possession of custody or access rights

does not limit either guardians’ right to be involved in decisions affecting the

upbringing of their child. In particular, the parent who has custody cannot

prevent the school from informing the other parent about the child’s progress.

4. Problems arise for a school when there are competing claims by parents in

relation to a pupil, and / or where there are privacy and safety issues involved.

5. Competing claims denotes a situation where the guardians disagree over access

to the child or to information concerning the child. The basic rule of thumb is that

unless there is a court order to the contrary, both parents retain full and equal


30


rights of guardianship and the school cannot act in a way that limits guardianship

rights to only one of the guardians.

6. Where custody/access orders exist, the daily care arrangements are defined by

those orders and must be adhered to by the school.

7. Parents have the responsibility of making the school aware of the family

circumstances and court orders.

8. If the school is approached by one parent / guardian to give “evidence” in the

Family Court, the school will explain that any such “evidence” will only be

provided under a subpoena and through a lawyer appoionted to represent the

child.

9. Once parents are estranged, the phone numbers, addresses and any other

personal information of each parent/guardian is confidential. Where such

information is sought by one of the parents, the other parent will be informed that

such a request has been made and that it will not be supplied by the school

unless permission is given.

10. The authenticity and authority of any person claiming to represent a Government

Agency, such as CYPS or the Police, will be checked before divulging any

information.

11. All documentation pertaining to custodial issues will be confidential in accordance

with the Privacy Act 1993.

REVIEW





31


GUIDELINES FOR MANAGING CONTRACTORS AND SUB-CONTRACTORS

PURPOSETo ensure guidelines are in place that demonstrate Henderson North School is being responsible with regard to the safety of contractors and sub-contractors under the Health and Safety in Employment Act. 1992

GUIDELINES1. The contractor may be required to provide a copy of their occupational health and

safety policy or statement.2. The contractor will nominate a person who will be responsible and accountable

for occupational health and safety on site and sign the Contractors / Sub-Contractors Agreement with the School

3. The contractor must be able to prove that all employees required to carry out any work under the contract have been adequately trained or have adequate knowledge and experience of the kind of work, plant or substances they may be required to do or use.

4. The Principal shall have the right to inspect the contractor’s provisions prior to letting the contract.

5. The contractor shall comply with the relevant legislation.6. The contractor shall provide their own First Aid facilities.7. Where relevant, the contractor’s emergency plans are to conform with O.S.H.

standards.8. The contractor shall report all incidents/accidents, including hazardous/toxic

substances and trade wastes, spills or discharges, to the Secretary of Labour.9. The contractor has a duty to protect the public and people in the vicinity from

harm at all times.10. The Principal will provide the contractor with a copy of the relevant school

policies, procedures and rules – including the Hazard Register – with which the contractor must comply.

11. The Principal may require the contractor to cease work if the contractor fails to comply with any of the above.

12. The contractor will sign the agreement with the school to work within these guidelines.



Signed (Board Chairperson)…………………… Signed (Principal)……………………………..

PRIVACY GUIDELINES AND PROCEDURES


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INTRODUCTIONThe Privacy Act 1993 contains 12 Information Privacy Principles (IMPS). Breaches of any of these Principles by staff may result in a complaint to the Privacy Commissioner against the holder of the information, in this case the Board of Trustees. The act makes no differentiation between children and adults.

The 12 Information Privacy Principles are:1. Personal Information may only be collected for a lawful purpose connected with

the activity of the collecting agency, ie, the school.2. This information must be collected directly from the individual concerned.3. The specific purpose to which the personal information is to be put must be

disclosed to the individual providing that information.4. The collection of personal information must not be conducted by unlawful means

or in circumstances which are unfair or intrude to an unreasonable extent upon the personal affairs of the individual concerned.

5. An agency holding personal information must implement security safeguards to prevent its loss or misuse.

6. The agency must ensure that an individual can retrieve information held.7. An agency must facilitate correction of personal information at the request of an

individual.8. An agency must take reasonable steps to ensure that information held is accurate

for its intended use.9. Information shall not be held for longer than necessary.10. Information held for one purpose shall not be used for any other purpose.11. An agency holding information shall not disclose that information to any other

person or body.12. Unique identifiers shall not be assigned to individuals.

Notes: Personal information is any information about an identifiable individual, and will

include names, address and telephone numbers of staff, parents and their children.

IPPs 1-4 limit or restrict the collection of personal information by agencies. An “agency” means: any person or body of persons, whether corporate or

unincorporate and whether in the public sector or in the private sector; and for the avoidance of doubt includes a government department and schools.

There are some exceptions to IPPs 2 and 3. In general these principles apply to any information collected after 1 July 1993. Forms printed prior to 1 July 1993 can be used to collect information until July 1995 without having to comply with IPP 3.

GUIDELINES An information privacy request may be made by an individual who is:

o A New Zealand Citizen;o A permanent resident of New Zealand; oro an individual who is in New Zealand.

The school cannot require payment. If an individual making an information privacy request asks for urgency, reasons

must be given. Within 20 working days of receiving an information privacy request, the school

must:o decide whether the request is to be granted; and


33


o give or post notice of the decision on the request to the individual who made the request,

If the school requires further time an extension may be made provided notice of the same is given to the individual within the 20 working days mentioned

above. The grounds for refusing access to personal information are listed in Section 27

(security, defence and international relations), Section 28 (Trade Secrets) and more pertinently for schools, Section 29 (read pages 28-30).

LIABILITY AND OFENCES The Board of Trustees is liable for the acts of its employees. It is a defence if the board can establish that it took reasonably practicable steps

to prevent its employees from breaching the Act. In this respect staff are expected to adhere to this school policy (the Privacy Act), to have read the Act and to discuss any queries or concerns with the School’s Privacy Officer.

The Principal as the Privacy Officer will: oversee compliance with IPP’s; field requests for access to information; and liaise with Commissioner on complaints.

Attendance Registers, Analysis Books and notes from parents are not to be removed from school premises. They must not be left on teachers’ desks where they may be viewed by students or the public.

Progress Cards (Blue Cards) must not be removed from the school premises. They must be stored in the school office during out of school hours or safely secured by lock and key in the teacher’s room.

Other student records containing “any information about an identifiable individual” must be stored in the school office during out of schools hours or safely secured by lock and key in the teacher’s room.

Staff records will be stored in the Resource Room and secured by lock and key. Access will only be by the Principal, Principal’s Secretary, Board of Trustee’s Chairman and the staff member concerned.





34


FIRST AID PROCEDURES

PURPOSE To provide adequate facilities for all children to be attended to following

accident or sickness at school To ensure that a programme of basic first aid is made available to all staff. To provide a book to record all injuries and the attention given. To establish a telephone contact network for all parents so that attention (doctor/hospital) can be given to all pupils without delay. The Principal will ensure that specialised aid is made available to pupils in the

event that the parents cannot be contacted. To ensure that a medical file is kept for each child and that each class teacher

has access to this.

PROCEDURES

1. A First Aid Officer will be appointed from within the staff for consultation and advice to all staff members concerning the well being of pupil. The First Aid Officer will attend appropriate First Aid training.

2. The staff member is responsible for liaising with the Public Health Nurse regarding current practices and procedures.

3. First Aid supplies will be regularly budgeted for, and safe storage practices for these supplies will be implemented.

4. During class teaching hours the office staff assume responsibility for the care of pupils in the sick bay.

5. The teachers on duty are responsible for ensuring that accidents/injuries in the playground are attended to and reported to the Medical Officer..

6. If an injury is sufficient to require closer examination by a doctor the First Aid Officer will consult with the parents, or take the child to A and E.

7. All injuries will be record on the report form. Major injuries will be recorded on an ACC form.

8. Head and back injuries will be regarded as serious in the first instance. Parents will be informed and Principal notified





35


ADMINISTRATION OF MEDICATION PROCEDURE

PROCEDURE1. Written parental permission is required before any medication is administered to

a student.

2. Only prescription medication will administered.

3. The first dose of a newly prescribed medication will not be given at school.

4. The medication must be kept in a child-proof container in a locked place within

the school office.

5. The Principal may delegate the administering of medication to another person.

6. A written record will be kept of any medication administered.

7. With parental consent, students may be permitted to self-administer medication to

manage asthma.

8. No pain killers will be administered by the school without parental permission.

9. The procedures for the administration of medication will be clearly posted by the

first aid cupboard.

REVIEWThis procedure is on a triennial review cycle.




36


GUIDELINES AND PROCEDURES FOR DEALING WITH THE EFFECTS OF HIV/AIDS AND OTHER BLOOD-BORNE VIRUSES

GUIDELINES A child’s health status should not affect their right to an education and it is

unlawful for a school to discriminate against an HIV/AIDS student.

When enrolling new students, parents will be informed of the school’s privacy

guidelines and procedures and in line with that, will be asked to disclose

information related to a child’s infectious status.

Parents of HIV positive children will be informed of any outbreaks of infectious

diseases in the school.

Health education programmes will develop the knowledge, understanding, skills

and attitudes necessary for students to deal with matters surrounding HIV/AIDS .

Employers shall take all practicable steps to ensure the safety of employees at

work.

PROCEDURES

Ideally it should always be a staff member who goes to the assistance of a person

with a cut or broken skin, and these procedures must be followed:

1. The assisting staff member will void any contact with blood if his or her own

hands or lower arms have open cuts or unhealed wounds.

2. Disposable gloves are to be worn.

3. Any cotton wool, gauze etc that has had contact with blood will be placed in a

plastic bag and sealed completely.

4. Benches or other bloodied areas will wiped with cold or tepid tap water and then

with household bleach that has been freshly diluted 1: 10 with water.

5. Carpeted areas that have contacted blood are to washed with water and soap.

6. Scissors or other instruments that have been used are to be washed thoroughly

in cold tap water to remove any blood and then sterilized for at least 10 minutes

or by soaking them in household bleach, diluted 1: 10 for 30 minutes.





37


FOOD AND NUTRITION GUIDELINES

PURPOSE To help young people find accurate, unbiased information about health eating. To encourage young people to clarify their own ideas about making healthy

eating choices. To help young people develop the skills needed to make responsible decisions

about healthy eating. To help young people understand the factors that influence their food and

beverage choices and the possible long-term effects of their choices. To ensure that only food and beverages that enhance young people’s health are

sold or served in the school. To provide an environment that encourages and supports healthy eating.

GUIDELINES1. Ideally all food and beverages provided or served on the premises will meet the

recommendations of the Ministry of Health’s Food and Nutrition Guidelines and the Food and Beverage Classification System and the school will make every reasonable effort to move toward this position. This would include the tuck shop and events such as fairs or sports events.

2. Teaching and learning in the context of food will meet the criteria outlined in the Ministry of Health’s Food and Beverage Classification System.

3. Adults will be encouraged to model healthy food and beverage choices. This includes food service personnel, teachers, nurses, coaches and administrative staff.

4. Social events will encourage young people to enjoy sharing and eating healthy food and beverages.

5. Water will be promoted as the preferred beverage.6. Young people will be encouraged to wash their hands before eating and also to

eat sitting down.7. The school will actively participate in food-related events and initiatives that

support healthy eating practices, for example the Fruit in Schools Programme, Health Promoting Schools, 5+ A Day and the Heart Foundation’s Healthy Heart Award and its School Food Programme.

8. Sponsored resources that promote healthy and food and beverage choices will be the preferred option for use our school.

9. The use of rewards other than food and beverages will be encouraged.10. Students will be involved in identifying and taking action to address food and

nutrition in our schools.





38


SMOKE-FREE GUIDELINES

PURPOSE Under the Smoke-free Environment Act, every employer is required to have a

policy on smoking in place by 2 March 1991.

The policy must ban smoking in public places and there must be a smoke-free

space or non-smoking area in lunchrooms.

The medical evidence strongly suggests that smoking is injurious to health and

the argument that it is offensive to others is fully accepted by Henderson North

School.

GUIDELINES1. Smoking is totally banned within the buildings or grounds of Henderson North

School. This makes Henderson North School a non-smoking zone.

2. Parents, staff and visitors are asked to respect these guidelines and consider

modeling effects of their non-smoking behaviour on the children.

3. In all staff appointments, applicants will be made aware that Henderson North

School is a smoke-free zone.

4. Anti-smoking education will be ongoing in the school’s health programmes.

REVIEWThese guidelines are required by law to be reviewed annually.




39


SUNSAFE GUIDELINES

PURPOSETo ensure that the Henderson North School has guidelines in place which will

demonstrate that we are making every reasonable effort to protect our staff and

students from harmful sun rays.

GUIDELINES

1) Staff and students will wear hats while outside during school hours in Terms 1

and 4 of the school year.

2) Parents will be encouraged to wear hats when attending school events.

3) Students will be encouraged to play in areas that have shade.

4) Sunscreen will be available to those students who require it.

5) Health programmes will include education on the damage caused by Ultra

Violet (UV) radiation and exposure to sun.

6) The sunsafe message will be reinforced in a positive way through newsletters,

parent meetings, and student and teacher activities.





40


GUIDELINES FOR SAFE USE OF THE SWIMMING POOL

GUIDELINES The pool will be fenced, with a self-closing mechanism in accordance with the

Health and Safety Code requirements including the Fencing of Swimming Pools

Act 1987; NZS 4441:1985 Swimming pool code of practice; and the Building

Code

The pool will be kept locked when not in use and the key held in a secure place.

Basic rules of use will be clearly signposted around the school and will apply to all

users. Behaviours that are considered dangerous by the School include running,

pushing, holding under water and excessive noise.

Staff are to be familiar with student medical records and take any health

conditions into account before allowing a student to participate in swimming

related activities.

Staff will ensure that all students are familiar with all rules prior to entering the

pool.

The school will identify any hazards in the pool area and notify staff of these.

No child under 8 years is permitted in the pool unless actively supervised by a

person who is at least 16 years old.

Users must wear appropriate swimwear at all times.

Supervisors are to ensure that the area around the pool and within the changing

rooms is left clean and free of litter at the end of each session.

The caretaker will monitor pH and chlorine levels daily during the swimming

season in accordance with NZ Standard 5826:2000, and put in place a

programme of Winter maintenance.

The Caretaker is responsible for safe storage of all chemicals and the Deputy

Principal will be provided with a current list of all chemicals held on site.

Use of the pool by members of the public will be authorized by the Principal

following discussions with the Board of Trustees.

Henderson North School takes no responsibility for any injuries that occur to

users of the school outside of normal school hours.





41


SAFE PLAYGROUND EQUIPMENT GUIDELINES

PURPOSETo ensure that the playground areas and equipment are safe recreational and learnig

areas for all users.

GUIDELINES

1. Areas designated at ‘playground’ areas for these guidelines will include those

parts of the school that have equipment that requires students to climb or be off

the ground and may have equipment with moving parts – such as a flying fox.

2. These areas will have surfaces that are able to prevent serious injury in the event

of a fall. The materials used for these surfaces will meet all safety regulations

and the relevant Standards issued by Standards New Zealand, and will be

maintained by the Groundsman and Caretaker.

3. The school will conduct an annual audit of all playground equipment which will

identify any areas that need maintenance. The Caretaker and Groundsman will

ensure that any recommendations are carried out to keep equipment safe.

4. Under the Health and Safety Code of Practice all employees and those at school

with the express consent of the Board must be made aware of and protected

from, all hazards related to play areas and equipment.

5. Specific playground areas will be designated for juniors and seniors and staff are

to ensure that students are in the correct areas at all time.

6. Anyone using the playgrounds outside of school hours will have a third party

occupancy agreement with the school.





42


GUIDELINES FOR MANAGING LIVE SPECIMENS

PURPOSE To raise awareness of the needs of live animals used in classroom observations

and teaching.

To provide opportunity for observation an investigation of the animal way of life,

behaviour, growth and life histories.

To ensure in any activity involving animals the care and welfare of the animals

will have the highest priority.

To broaden knowledge of the normal range of environmental factors influencing

living animals, emphasizing the importance of environmental protection.

GUIDELINES1. Children will be encouraged, under sympathetic guidance, to develop a positive,

concerned attitude when caring for animals.

2. Animals must be kept for the minimum time necessary to complete the study and

handled in such a way that they are not subjected to stress or fear.

3. All animals must be given an appropriate diet, including water.

4. Provision must be made for the care of animals during weekends or holidays.

Where appropriate animals should be returned to their natural environment.

5. Environmental conditions should resemble, as closely as possible, those in the

animals’ natural environment.

6. Animals must have cages or containers of appropriate size, be ventilated and

hygienic. Animals must not be subjected to extreme temperatures, noise,

draughts or sunlight.

7. Animals should be free from injury or disease. Diseased or injured animals should

be treated, and should not be kept at school.

8. If the appropriate level of care cannot be provided, animals will not be kept at

school.

REVIEWThese guidelines are on a three year review cycle.




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VOLCANIC ERUPTION AND EVACUATION RESPONSE PROCEDURES

PURPOSE To ensure that in the event of volcanic eruption there is a person responsible for

communications and that there is a system in place to disseminate regular, timely

and accurate information to relevant parties.

To provide evacuation procedures to ensure that children and staff are moved

from the danger area to a safe place.

PROCEDURES1. The Principal or person designated as being in charge of the school at any other

time is the person responsible for the management of all communications.

2. In the event of an emergency, advice will taken promptly from the local Civil

Defence Coordinator, most likely to be given as a radio Civil Defence Warning.

3. The Principal will identify safe areas and communicate this information to all staff.

4. Staff will take direction from the Principal and may follow Action Plan 1 or Action Plan 2 for evacuation if so instructed. Note that both action plans will be

laminated and posted in clear view around the school along with other evacuation

procedures.

5. Following the signaling of the evacuation, the Principal will be notified of any

missing persons and in turn notify Emergency Services.

6. Any return to buildings will be authorized by the Principal who will determine

safety levels.

7. If necessary, closure of the school will be authorized by the Principal.

8. Every reasonable effort will be made to communicate with parents via radio,

phone, fax or email and the office will be prepared to deal with incoming calls

efficiently.

REVIEWThese guidelines are on a three year review cycle.



RESOURCE MANAGEMENT POLICY


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PURPOSETo ensure that Henderson North School has guidelines and procedures in place that

demonstrate that we:

allocate funds to reflect the school’s priorities as outlined in the Charter;

monitor and control expenditure wisely and that annual accounts are

prepared and audited as required by the Public Finance Act 1989 and the

Education Act 1989;

comply with the negotiated conditions of any current asset management

agreement and implement a maintenance programme to ensure that the

school’s buildings and facilities provide a safe, healthy learning and work

environment for students and staff.

GUIDELINESThe school will have in place:

Procedures for monitoring and spending monies

Anti-Fraud Procedures

Copyright and Licences guidelines

Monthly reporting guidelines

Asset Register

Procedures for maintaining and replacing property

Guidelines for handling donations





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INTERNAL CONTROL OF FINANCE PROCEDURES

PURPOSEInternal control of finance will provide a reasonable assurance that any errors and

irregularities are discovered quickly. The internal control system will help the Board

of Trustees ensure that school funds and assets are properly safeguarded against

loss, theft, or other unauthorised use.

PROCEDURESBANKING OF RECEIPTS1. All monies/cheques banked each Monday, term time only, if day falls on a

public holiday then the following business day.

2. All banking is to be classified appropriately e.g. stationery, donations etc.

PAYMENT OF ACCOUNTS1. After the 20 of the each month collate all invoices and statements.

2. Check each statement to ensure:

a) A/c rendered has not been paid

i) during the previous month and not credited. If this is the case

check with the creditor to ascertain what has happened to our

payment and where it has been credited. If necessary

check with our bank to establish who has banked our

payment.

ii) or if it has been paid late (ie. after statement close off date for

the previous month) alter the statement balance to ensure it is

not paid twice.

b) For each invoice listed on the statement there is an invoice which has

been approved for payment. If any invoices are missing check at the

school office and then ask the creditor for a copy if no one at school

has the invoice.

3. Adjust the statement balance to ensure that the amount paid represents an

amount for which approved invoices are held.

4. Staple all invoices to the statement.

5. Prepare a schedule of creditors to be paid.


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6. Prepare cheques for payment of accounts (as required) ‘not transferable’ and

cross out ‘or bearer’.

SCHOOL ACCOUNTS1. Top Class will prepare computer accounts programme, balanced, and

reconciled to the bank statement on a monthly basis. Online payments are

processed by Top Class (transactor) online and authorized by two of the

named authorisers.

2. A printed copy of the months transactions is to be presented at each Board of

Trustees meeting.

PETTY CASHPetty Cash is to be recorded separately and a breakdown of how it is spent together

with vouchers or receipts is to be presented when reimbursement is required.

PURCHASESAll purchases are to be made using purchase order books. There should be three

copies of each purchase order. The purchase orders must be checked and

authorised by a designated person. The original copy of the purchase order is sent

to the supplier. The second copy if filed on a temporary file to be matched with the

packing slip when the good arrive. The purchase order and the packing slip are then

attached to the invoice when the invoice is received. The third copy remains in the

book.

CHEQUE SIGNATORIESCheque signatories are to be separate from cheque preparation and account

authorisation. The use of signed bank cheques is to be discouraged. All cancelled

cheques are to be marked as such and stapled to the cheque butt.

CREDIT CARDThe credit card is held by the Accounts Administrator, who has the authority to

approve purchases up to $1,000 per month.

REVIEW These procedures are on a triennial review cycle.




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THEFT AND FRAUD PREVENTION PROCEDURES

RATIONALEThe Board accepts that it has a responsibility to protect the physical and financial

resources of the School. The Board has agreed that through its chief executive, the

Principal, the School has a responsibility to prevent and detect theft and fraudulent

actions by persons who are employed or contracted by the School or who are service

recipients of the School. The Board accepts that any investigation into any theft or

fraudulent actions will be conducted in a manner that conforms to the principles of

natural justice and is procedurally just and fair.

The Board, therefore, requires the Principal to establish systems and procedures to

guard against the actions of theft and fraud. The Principal is to report such actions to

the Board Chairperson as prescribed in the procedures set out below.

PROCEDURES

1) As preventative measures against theft and fraud the Board requires the Principal

to ensure that:

a) The School’s physical resources are kept secure and accounted for.

b) The School’s financial systems are designed to prevent and detect the

occurrence of fraud. All such systems must meet the requirements and

standards as set out in the Public Finance Act 1989, Section 45C(b) and of

generally accepted accounting practice promulgated and supported by the

Institute of Chartered Accountants of New Zealand.

c) Staff members who are formally delegated responsibility for the custody of

physical and financial resources by the Principal are proven competent to

carry out such responsibilities and that such persons are held accountable for

the proper execution of their responsibilities.

d) All staff members are aware of their responsibility to immediately inform the

Principal should they suspect or become aware of any improper or fraudulent

actions by staff, suppliers, contractors, students or other persons associated

with the School.

2) In the event of an allegation of theft or fraud the Principal shall act in accordance

with the following procedures:


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a) Decide to either immediately report the matter to the New Zealand Police or

proceed as outlined in this paragraph.

b) So far as it is possible and within 24 hours:

i) Record the details of the allegation, the person or persons allegedly

involved, and the quantity and/or value of the theft or fraud.

ii) Request a written statement from the person who has informed the

Principal, with details as to the nature of the theft or fraud, the time and

circumstances in which this occurred, and the quantity and/or value of the

theft.

iii) Decide on the initial actions to be taken including consulting with the

person who provided the information and, if appropriate, confidentially

consulting with other senior members of staff about the person who is the

subject of the allegation.

iv) Inform the Board Chairperson of the information received and consult with

them as appropriate.

c) On the basis of advice received and after consultation with the Board

Chairperson, the Principal shall decide whether or not a prima facie case of

theft or fraud exists, and if not, to document this decision and record that no

further action is to be taken.

d) The Principal shall then carry out the following procedures:

i) Investigate the matter further in terms of procedures as set out in sub-

paragraph (d);

ii) If a prima facie case is thought to exist to continue with their investigation;

iii) Invoke any disciplinary procedures contained in the contract of

employment should the person be a staff member;

iv) Lay a complaint with the New Zealand Police;

v) If necessary, commission an independent expert investigation;

vi) In the case of fraud, require a search for written evidence of the possible

fraudulent action to determine the likelihood or not of such evidence;

vii) Seek legal advice; or

viii) Inform the Manager, National Operations, Ministry of Education local

office and/or the school’s auditors.


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e) Once all available evidence is obtained the Principal shall consult the Board

Chairperson. The Board Chairperson may, if they consider it necessary, seek

legal or other advice as to what further action should be taken.

f) If a case is considered to exist the Principal or a person designated by them

shall, unless another course of action is more appropriate:

i) Inform the person in writing of the allegation that has been received and

request a meeting with them at which their representative or

representatives are invited to be present.

ii) Meet with the person who is the subject of the allegation of theft or fraud

and their representatives to explain the complaint against them.

iii) Obtain a verbal or preferably a written response (all verbal responses

must be recorded as minutes of that meeting, and the accuracy of those

minutes should be attested by all persons present).

iv) Advise the person in writing of the processes to be involved from this point

on.

3) The Board recognises that supposed or actual instances of theft or fraud can

affect the rights and reputation of the person or persons implicated. All matters

related to the case shall remain strictly confidential with all written information

kept secure. Should any delegated staff member or any other staff member

improperly disclose information the Principal shall consider if that person or

persons are in breach of confidence and if further action is required. Any action

the Principal considers must be in terms of the applicable conditions contained in

their contract of employment and any code of ethics or code of responsibility by

which the staff member is bound.

4) The Board affirms that any allegation of theft or fraud must be subject to due

process, equity and fairness. Should a case be deemed to be answerable then

the due process of the law shall apply to the person or persons implicated.

5) Any intimation or written statement made on behalf of the School and related to

any instance of supposed or actual theft or fraud shall be made by the Board

Chairperson who shall do so after consultation with the Principal and if

considered appropriate after taking expert advice.

Allegations Concerning the Principal or a Trustee


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6) Any allegation concerning the Principal should be made to the Board

Chairperson. The Chairperson will then investigate in accordance with the

requirements of paragraph 4 of this Policy.

7) Any allegation concerning a member of the Board of Trustees should be made to

the Principal. The Principal will then advise the manager of the local office of the

Ministry of Education and commence an investigation in accordance with the

requirements of paragraph 4 of this Policy.

Approval

8) When the Board approved the Policy it was agreed that no variations of this

Policy or amendments to it can be made except by the unanimous approval of the

Board.

9) As part of its approval the Board requires the Principal to circulate this Policy to

all staff, and for a copy to be included in the Henderson North School Policy

Manual, copies of which shall be available to all staff. The school policy manual

shall also be made available to students and parents at their request. The Board

requires that the Principal arrange for all new staff to be made familiar with this

Policy and other policies approved by the Board.





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COPYRIGHT AND LICENCES GUIDELINES

PURPOSETo put in place copyright procedures and guidelines, covering all printed material,

videos, audio tapes and computer programmes, which are compliant with the

Copyright Act 1994.

GUIDELINES

Owners of copyright may allow schools to use their work provided that sufficient

acknowledgement is given and no profit is to be made by the school.

Except as follows, this permission must be granted by the owner and cannot be

assumed.

Photocopying:A teacher may copy the whole of part of a work provided that:

the material is being used in an acknowledged course of instruction at

Henderson North School;

the teacher who will use the material does the copying; and

no more than one copy is made.

Where multiple copies are made of part of a work, that part may be copied provided

that:

the material is to be used for an educational purpose;

the copying is done on behalf of Henderson North School;

the part is copied is not copied again for 14 days by anyone else in the school,

nor is any part of that work copied within a 14 day period;

no charge is made; and

no more than 3% or 3 pages (whichever is the greater), may be copied. If 3

pages means that the whole work is copied, then the copying must be reduced

to 50% of the whole work or edition.

The school will maintain a register to record the copying of copyright material, the

date it is copied and the reasons for the copying and the numbers of copies made.

Copying of film and sound recordings for educational purposes:


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Copying of film, broadcast or cable programmes is permitted as long as it is done by

the teacher for a lesson on how to make films or film sound-tracks and no charge is

made for the copy.

There is latitude with regard to audio tapes used for language teacher, but if it is

known that there is licensing scheme authorizing the use of sound recordings for

educational purposes, then they cannot be copied.

Recording by the school off TV and radio.This can be done on the following conditions:

any recording is done on behalf of the school, for specific instruction and not

for personal use;

it will not be made available to any other group or institution;

the material recorded is not subject to a licensing scheme that makes the

broadcast or cable programme available to educational establishments; and

it is only shown to a school audience (staff and students, but not parents

unless they are directly connected with the activities of the school).

Note: However as there is now a television licensing scheme in place and

Henderson North is not covered by it, no programme should be copied unless the

copier is first able tyo establish that copyright will not be infringed.

Commercially hired videosNone of these may be shown in the school unless the teacher has obstained the

relevant permission from the copyright owners. The rights under the Copyright Act

are subject to the terms of any specific contract.

Performing, playing or showing a workThis is permitted as long as it is in the course of activities and the audience consists

only the pupils and staff – the school needs a licence if parents come to any

performance or if a charge is made.





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ADMINISTRATION POLICY

PURPOSETo ensure that Henderson North School complies with all general administrative and

legislative requirements

GUIDELINES

Administrative guidelines and procedures will be developed to support the following

areas of school operation:

Governance

Election, constitution and functioning of the Board of Trustees

Staffing

Staffing Entitlement

Roll returns

Relievers

Community

Community consultation

Treaty of Waitangi

Student Records / attendance

Enrolment

Attendance

Stand downs, suspensions, expulsions

General Administration

Correspondence

Lucky Books

Fundraising

Uniform




12GOVERNANCE GUIDELINES


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PURPOSETo ensure that: the Board of Trustees is elected, constituted and functions lawfully; the necessary strategic documents are in place; the Board’s policies, planning and decision-making procedures and structures are

regularly reviewed; and that the outcomes of these reviews are acted on to improve student achievement.

GUIDELINESNote: The Henderson North School Board of Trustees will be guided by the supporting document Board of Trustees, Terms of Reference which will be distributed to each trustee. This document defines the various roles within the Board and includes a Code of Conduct which provides clear guidelines for ethical conduct by Board members in all areas of their responsibility and authority.

Election of Board of Trustees Prior to each election a Returning Officer will be elected by the Board and will be

remunerated for following the procedures to update the electoral roll; ensure necessary public notification is completed; voting forms are sent out and votes counted.

The staff trustee shall be a member of the staff and may be elected by secret ballot following calling of nominations. If only one nomination is called, this person shall be the staff trustee.

Constitution of the Board of TrusteesThe Board of Trustees Henderson North school shall ordinarily consist of the following people with full voting rights:

6 elected parent trustees 1 elected staff trustee the Principal

Additional people who may attend Board meetings, without full voting rights include: Minutes secretary Deputy Principal Associate Principal Any seconded people

Public attendance is at the discretion of the chairperson.

Strategic Direction The Board will ensure that the school has a Charter that meets all legal

requirements and includes both long term goals and annual goals that will be reviewed each year.

The reviewed, updated Charter will ordinarily be submitted to the Ministry of Education each year with the annual accounts.

Meeting ProceduresGeneral Usually two meetings will be held each term, in one calendar year. The quorum shall be more than half of the members of he Board currently holding

office. The Chairperson shall be elected at the first meeting each calendar year and in

the general election year where it will at the first meeting of the newly elected Board.

The Chairperson may exercise a casting vote in the case of equality of votes, in addition to his/her deliberate vote.


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Any trustee with a pecuniary interest in an issue or conflict of interests shall not take part in any debate on such issues and may be asked to leave the meeting for the duration of the debate.

Only trustees have automatic speaking rights - others may have rights at the discretion of the chairperson.

The Board may delegate and minute powers under Section 16 & 17 of the Education Act for the Disciplinary Committee, and this committee shall at all times operate under the principles of natural justice.

The Board delegates and minutes authority to the Deputy Principal in times of absence of the Principal.

Special Meetings Special meetings may be called by delivery of notice to the Chairperson, signed

by at least one third of trustees currently holding office.Exclusion of the public The meeting may, by resolution, exclude the public and news media from the

whole of part of the proceedings in accordance with the Local Government Official Information and Public Meetings Act.

Motions / Amendments All motions and amendments moved in debate must be seconded unless moved

by the Chairperson. Motions and amendments once proposed and accepted may not be withdrawn

without the consent of the meeting. No further amendments may be accepted until the first one is disposed of. The mover of a motion has right of reply. A matter already discussed may not be reintroduced at the same meeting in any

guise or by way of an amendment.Termination of Debate All decisions are to be taken by open voting by all trustees present.Agenda This will ordinarily be available at least two days before a meeting and the order

of this agenda may be varied by resolution of the meeting.Committees / Delegations These are set up to assist the Board, will have clear terms of reference and may

use non-trustees who will have an advisory role.





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ENROLMENT GUIDELINESPURPOSEAs Henderson North School wishes to provide a quality education to its local community, unimpaired by overcrowded classrooms and facilities, it is necessary to have an enrolment scheme.The roll at the school will be managed in accordance with Section 11 of he Education Act 1989 as amended by the Education Amendment Act (No. 2), 1998.

GUIDELINESThe scheme:1. The School recognizes its primary responsibility to enrol, as of right, children who

live within the area with the following boundaries: Swanson Road to Larnoch Road; Larnoch Road to Rathgar Road; Up to (but not including), Pomaria Road; Te Pai Place to the west side of Henderson Creek; Henderson Creek to Sel Peacock Drive; and Alderman Drive back to Great North Road and up to the intersection of

Great North Road, Swanson Road and Lincoln Road.2. If places are available, other enrolments may include individual children from out

of zone from the following categories: Siblings of children currently attending the school or who have previously

attended the school; Children with caregivers in the local zone; Children of parents who work in the local zone; or Children of teachers at the school.

Pre-EnrolmentEach year the Board of Trustees will:

determine a period during which applications for enrolment will be accepted for the following year;

develop procedures to be followed in the application process; and specify the information which parents may be required to supply in support on

an application for enrolment for the following year.Applications will be accepted in terms of this scheme, once it has been notified in accordance with section 11 G (6) of the Education Act of 1989.Decisions in respect of enrolment applications from out of zone families are at the discretion of the Principal. A parent / caregiver wishing to appeal any decision has recourse in writing to the Board of Trustees.





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STAFFING GUIDELINES

PURPOSETo ensure that the school is correctly staffed and that allocations are monitored and

maintained at the correct level.

GUIDELINES Staff Usage and Expenditure reports are processed by the Office Manager and

banking staffing details checked and signed off fortnighly by the Principal

following consultation with the accountant.

Staff leave details are compiled, checked and maintained by the Office Manager.

Roll Returns for the Ministry of Education are compiled using e-tap by the Office

Manager and signed off by the Principal.

Documentation for daily relievers is completed by the Office Manger.

All staffing allocation is decided by the Principal following consultation as required

with other staff and the Board Chairperson.





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COMMUNITY PARTNERSHIP AND CONSULTATION GUIDELINES

GUIDELINES In the interests of ensuring that our school is run in the best interests of our

students and community, The Board of Trustees of Henderson North School will

ensure that there is a robust process of consultation with the community in place.

The school’s strategic direction will developed by as much consultation with the

community as is reasonably possible, and the completed Charter will be available

in hard-copy for the community to peruse.

At the end of the financial year an annual report, consistent with the Government

Annual Reporting Guidelines and a financial statement, duly audited, shall be

tabled and made available for public scrutiny at the school’s office or at any other

appropriate local places.

The Board of Trustees to hold the Annual Meeting on a day during April fixed by

the Board before the first day of April, or where the Board fails or refuses to fix a

day during April for the meeting, on the first Tuesday in May.

The monthly meeting of the Board of Trustees shall be open to the public and

parents shall be encouraged to attend.

A copy of the goals which have been prepared by the Board of Trustees prior to

each financial year shall be tabled, copies being available at the school’s office.

Parents will be encouraged to participate in all school activities and as far as is

practical, an open-door policy shall apply at the school.

Regular newsletters will go to our to parents and wider community.

Parents will be informed well in advance of any school events and will be assured

that all necessary safety procedures are being followed for any trips or activities.

Parents will be kept fully informed about the classroom programmes,

expectations of their children and academic and social progress.





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TREATY OF WAITANGI

GUIDELINES The Board of Trustees will involve the local Maori community to gain an insight

into particular needs and values. This can be done by consultation, parent

involvement, inviting Maori board membership and leadership.

The Board of Trustees will provide opportunities for student to learn in and about

Te Reo and Tikanga.

School programmes will incorporate the values and knowledge of the Maori and

in particular local Maori knowledge.

The school will provide cultural experiences and recognise Maori needs with

Marae visits, consultation, parental involvement, and use of Maori resources in

the community.

Staff development should include Te Reo Maori, Tikanga Maori and cultural

sensitivity.

Through assessment, information and analysis, the Board of Trustees will gain a

realistic perspective of the achievement of Maori within the school and therefore,

will be able to implement programmes as required to allow the Maori students to

realise their potential and talents.

The school will provide a welcoming atmosphere for all parents and children by

reflecting all cultures.





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ATTENDANCE RECORD-KEEPING PROCEDURES

RATIONALEThe Education (School Attendance) Regulations 1951 place a legal requirement on

schools to keep an admission register and a register of daily attendance for all

students attending school. This allows the school to manage its obligation to parents

to monitor the attendance and absence of students who are in their care. It also

provides assurance that students are attending school and those who are absent are

being followed up.

Admission registers:

provide the school with an archived history of students who have attended the

school which cannot be destroyed until authorised by the Minister of Education.

The register of daily attendance:

can be used as evidence in any proceedings under the Education Act 1989 such

as for irregular attendance of a student under section 29 of the Act;

is a legal document and the basis of the financial system from which funding is

derived, and it is essential that the attendance registers are a permanent and

accurate record of attendance;

must be in a form approved by Secretary for Education; and

at present, Henderson North School uses the approved form (E19/1), which is a

manual, paper register which must be used unless the Secretary has given the

school approval to use an alternative register, such as a computerized

attendance system.

Because In the event of an emergency, the school must have the ability to

immediately identify which students are actually at school, this policy is to be read in

conjunction with relevant procedures for dealing with emergencies.

PURPOSE

These procedures will provide guidelines as the minimum standards for record

keeping and best practice around attendance of students at Henderson North

School.


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GUIDELINES

Directions for teachers when completing the official register of attendance:

only children who have reached the age of five are to be entered in the register;

when entering the student’s name, write the surname first in alphabetical order;

boys are to be entered first, leaving space for subsequent enrolments;

for classes with different year levels enter the lowest year level first – boys then

girls;

in the columns for ‘age’ and ‘time since entering school’, enter the number of

completed years and months as at 1 January (optional);

in the column headed ‘classification’, enter the year level of the student;

at the head of the attendance column, under the heading ‘week’, enter the dates

(day and month) on which the school week begins and ends;

if a student is admitted to the class after the beginning of the term, note the fact in

the column for ‘remarks’ and state the date of the student’s first attendance;

in the same way, when a student is removed from the school roll note this in the

‘remarks’ column and state the last date of attendance;

the attendance of students is to be recorded every morning and afternoon in the

register of daily attendance;

mark the attendance (in blue ink or ball-point pen) in the morning and afternoon

with a diagonal cross – one stroke in the morning, another in the afternoon to

make a clear X;

if student is authorized to go on school trips, camps or sporting events, he or she

shall be marked as present on that day;

students who attend health camp shall be marked present for the duration of the

time he/she is at the health camp, with a note in the ‘remarks’ column to show the

length of time he/she was at the camp;

the letter ‘a’ should be entered in red ink or ball-point pen to indicate ‘absent” –

morning absence to be entered as a/, afternoon absence as /a and a whole day’s

absence as a/a; each morning details of absent students will be entered on the Daily Absence

Sheet and returned to the office by 9.30 a.m. – these sheets will be returned to

your cubby holes each day;

if the parent / caregiver has informed you of the absence, tick the appropriate box

to justify the absence on the Daily Absence Sheet;


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if a student arrives at class after the Daily Absence Sheet has been sent to the

office, send the student to check in with the office staff, who will then record the

late arrival of the student on the sheet;

if a teacher has any concerns about a child’s attendance, management should be

informed promptly;

if a student has been absent for 20 days inform the office, who will in turn inform

you if the child is to be removed from the roll due to the absences being

unexplained – at this point remove the child from the roll and enter the details in

the ‘remarks’ column;

students who are temporarily overseas, provided that the school has

documentary evidence of their intention to return to the school, and that their

absence will not exceed 15 weeks, shall stay on the roll for that period, marked

as a Justified Absence with an explanatory note in the roll;

a student who is suspended or stood down should be marked absent, with a note

in the ‘remarks’ column to show the length of time he/she was absent due to the

suspension or stand down;

In the case of a student who is suspended for an unspecified period, he/she shall

stay on the register until the earliest of the following:

o The day on which the suspension is lifted or expires, or

o The day the student is enrolled at another registered school, or

o The day the student is given an exemption under section 22 of the

Education Act 1989;

When a student leaves, for any reason, a line may be ruled through their name

and the rest of the year – if the student returns later in the year, re-enter their

name at the bottom of the list and record in the ‘remarks’ column the date of his/

her return;

Twink is not to be used for corrections – put a line through the mistake and show

the correction alongside;

on a weekly basis, enter the number of boys and girls on the roll and the number

of half days the school was open;

at the end of each week, record the attendance of each student on the adjacent

page, showing anything less than the required half days in red ink or red ball-

point pen;

at the end of the term the total number of half days attended for each student is to

be recorded in the total column;


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Monitoring of attendance: (office staff and management)

on receipt of the Daily Absence Sheets, office staff will make every reasonable

effort to ascertain if an absence is justified or not – this will include attempting to

make phone contact with the parent or caregiver of the absent child;

the Daily Absence Sheets will be filed by the Deputy Principal each week and will

be available for audit or other purposes at the Principal’s discretion;

Attendance concerns will be followed up by the Deputy Principal, beginning with a

phone call if possible directly to the parent / caregiver or a letter outlining the

school’s policy on attendance and the legal implications of non- attendance by a

student;

If necessary, the issue may be discussed with the Health Nurse, who may make

a home visit;

If the situation is not resolved, Improving School Attendance will be contacted

and a referral made for a child or children whose attendance is still a cause for

concern; and

If a child has been absent for 20 consecutive days, and the Principal has taken all

reasonable steps to ensure the attendance of such a student in terms of sections

25(2) and 31(3) of the Education Act 1989, the student will be removed from the

school roll and any computation of attendance from then on should not include

their name or details.


Adopted at BOT meeting on: ................. Next review date: ...................................

Signed (Board Chairperson)…………………… Signed (Principal)……………………


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GENERAL ADMINISTRATION GUIDELINES & PROCEDURES

GUIDELINES

Student enrolment and records Students are enrolled using the school enrolment form and all enrolments are

completed and confirmed by the Principal. The Office manager enters all

enrolments into e-enrol and SMS system.

Student records are kept in vertical files and also stored and updated by the

Office Assistant electronically using Kidbase (SMS)

Student withdrawals are processed by the Office Assistant using e-enrol amd

SMS and records passed on to the next school the student will be attending.

Correspondence / School notices Letters and notices will ordinarily be on school letterhead paper and have been

authorised by a member of senior management prior to going out.

Lucky Books The Office Assistant will be the coordinator for Lucky Books.

Classroom teachers are to ensure that information is given out promptly to

students and all monies sent to the office.

Fundraising / Donations All fundraising is to be authorized by the Principal, including PTA projects.

The Office Manager will devise workable systems to classify incoming funds and

establish recording keeping procedures.





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SCHOOL UNIFORM GUIDELINESPURPOSE: To establish and provide clear guidelines with regard to the phased implementation of a uniform, that has minimum impact and maximum benefit for the whole school community.

GOALS:1. To develop a sense of identity and pride in the school.2. To support consistency in dress that helps enhance the school image and culture.3. To give an increased positive identity in the wider school community eg sports, choirs and

competitions.

GUIDELINES:1. A parent/caregiver may choose to obtain an exemption upon written request.2. The uniform will be worn all year round with variation for seasonal changes.3. The uniform will be made up of the approved items on the uniform schedule.4. All items of clothing and footwear must be clearly named.5. On any school trip appropriate shoes must be worn.6. For interschool sports days ie netball, rugby etc some sport uniforms will be provided.7. Children will wear a cover shirt provided by the school if involved in art/craft at school.

MANAGEMENT & MONITORING:1. The new uniform will be available for purchase from NZ Uniforms, 7 Rata Street, New

Lynn.2. Commencing Term 1, 2008, all the required items must be worn by all students,

excluding those with the appropriate exemption. 3. Implementation of the uniform policy is always subject to uniform availability.4. If any pupil is not wearing our approved uniform a standard letter will be sent home to

the parent by the Principal, Deputy Principal or Associate Principal.5. No child will be excluded from educational activities because they are not conforming

to the dress code.6. No child will be punished, humiliated or chastised for not wearing a school uniform.7. The BOT will review annually all matters pertaining to the school uniform.8. For safety reasons all children on school trips off school grounds should be in the

recommended school uniform as per uniform schedule or be accompanied by the parent or appointed caregiver. (This depends on the year level and if part of the phase-in process.)

UNIFORM: The mandatory uniform for Henderson North School:Available at NZ Uniforms – any or all of the following:

Polo shirt, short or long sleeved, colour Jade, with Henderson North School logo. Zip Tunic Polar Fleece Sweat long sleeved or Zip Vest Polar Fleece colour navy with

HNS Logo.The following are available through NZ Unifroms: Shorts, skirts, track pants, trousers, culottes – colour Navy (no denim, stripes, patches or

other logos.) Sunhat/Cap available from NZ Uniforms and must be worn in the first and third term. White or Navy skivvies are able to worn under Polo shirt during winter.





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SUPPORTING DOCUMENTATION

The following documentation supports all policies, procedures and guidelines of Henderson North School.

Triennial Review Cycle

Henderson North School Board of Trustees: Terms of Reference.

MOE Operational Policies – Section 7

The National Education Guidelines

Planning and Reporting – Relevant Legislation

The National Education Goals (NEGs)

The National Administration Guidelines (NAGs)

Volcanic Eruption and Evacuation Response Plan 1 & Plan 2

New Zealand Curriculum

Henderson North School Curriculum Plan

Staff Performance Agreements

Student Records

Asset Register

Hazard Register

Pandemic Response Plan

Emergency Evacuation Plan


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TEACHER’S HANDBOOK€¦ · Web viewNew Zealand Curriculum. Henderson North School Curriculum...

Documents

Transcript of TEACHER’S HANDBOOK€¦ · Web viewNew Zealand Curriculum. Henderson North School Curriculum...